Geography Scheme of Work St. Mary’s Church of England Primary School, High Crompton
Geography Scheme of Work Geography Scheme of Work EYFS - Autumn
Programme of Study
Knowledge, Skills and Understanding
Activity/ Link to scheme of work
All aboard
Knowledge and Understanding
of the World
See PHSE activities
People and Communities:
Talk about my house and who lives there.
People and Communities:
• We will talk about past
and present events in
their own lives and know
how they are similar and
different to others.
• • • • Enjoys joining in with family customs and
routines.
Children talk about the past and present
events in their own lives and in the lives of
family members.
They know that other children don’t always
enjoy the same things, and are sensitive to this.
They know about similarities and differences
between themselves and others, and among
families and communities.
Can I say my address
Is there anybody out there?
Knowledge and Understanding
of the World
People and Communities:
• Know that people have
differences and there
are differences between
themselves and others
traditions
People and Communities:
• • They know that other children don’t always
enjoy the same things, and are sensitive to this.
They know about similarities and differences
between themselves and others, and traditions
See PHSE activities
Diwali activities – role-play stories, rangoli patterns
life in India and celebrations
Talk about differences between own and other’s
cultures, family traditions and celebrations.
Can I name and describe the planet that I live on?
Can I talk about space?
Diwali
Geography Scheme of Work EYFS - Spring
Programme of Study
Knowledge, Skills and Understanding
Activity/ Link to scheme of work
Once upon a time
Knowledge and Understanding
of the World
See PHSE activities
People and Communities:
• We will look at similarities
and differences
between ourselves and
other traditions and be
sensitive to these
traditions. (Chinese New
Year)
People and communities
• They know that other children don’t always
enjoy the same things and are sensitive to this.
• They know about similarities and differences
between themselves and others and among
traditions.
The World:
• We will look at similarities
and differences in
objects and materials.
(Main Focus)
The world
• Children know about similarities and
differences in objects and materials.
Chinese New Year – life in China and celebrations
Pancake day
Name and compare different houses and building
materials.
Name, compare and sort different materials.
Who’s afraid of the big bad scarecrow
Knowledge and Understanding
of the World
The World:
• We will look at similarities
and differences in living
things. We will make
observations of plants
and say why things
change and may
happen. (Main Focus)
See PHSE activities
The world
• Children know about similarities and
differences in relation to living things.
• Children make observations of animals and
plants and explain why some thing occur, and
talk about changes..
Different environments needed for Plant and seeds
to grow.
Celery experiment.
Talk about and sequence plant life cycle (including
decay)
Geography Scheme of Work EYFS –Summer
Programme of Study
Knowledge, Skills and Understanding
Activity/ Link to scheme of work
Who goes to the ugly bug ball?
Knowledge and Understanding
of the World
The World:
• Learn about location of
animals and how
features of animals
relates to their
environment.
See PHSE activities
The world
• Know about similarities and differences in
relation to living things.
• Make observations of animals and explain why
some things occur, and talk about changes.
Identify, name and talk about mini-beasts in the
local environment.
Make a happy home for a bug.
Where shall we go today?
Knowledge and Understanding
of the World
See PHSE activities
People and Communities:
• We will talk about
seasides in the past and
know about similarities
and differences
between communities.
People and communities
• Children talk about the past and present
events in their own lives and in the lives of
family members. (E.g. seasides in the past)
• They know about similarities and differences
between communities.
The World:
• We will talk about
similarities and
differences in relation to
places and features of
their own immediate
environment
The world
• Children know about similarities and
differences in relation to places.
• They talk about the features of their own
immediate environment and how
environments may vary from one another.
Explore animals from around the world. Compare
environments and animals in cold places
(penguins) and hot places (Africa).
Find out about holidays in the past - video
Geography Scheme of Work Year 1 – Autumn: Local Area
Pupils should develop knowledge about their locality.
They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills,
including first-hand observation, to enhance their locational awareness.
Key human features, including: city, town, village, factory, farm, house, office, and shop
Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features
of its surrounding environment.
Devise a simple map
Use world maps, atlases and globes to identify the United Kingdom and its countries,
Programme of Study
Knowledge, Skills and Understanding
• • • • Geographical Enquiry
Fieldwork
• • • • Can they say what they like/dislike about their locality?
Can they sort things they like and don’t like?
Can they answer some questions using different
resources, such as books, the internet and atlases?
Can they make a map of our classroom using bird’s eye
view?
Can they make a picture map of the local area
Can they use a plan to describe our local area
Can they plan a journey within our school site?
Can they think of a few relevant questions to ask about
a locality?
Activity/ Link to scheme of work
Fieldwork around High Crompton and St. Mary’s
School
Locate UK on globe, world map and in atlas. Name
the UK countries on a map.
Atlas activities.
Group work- follow routes around school and
describe.
Look at and discuss local area plan in groups.
Draw a plan of the classroom.
Videos and activities:
Espresso> Geography 1> Our Journey to schoolSophie and Sal
Espresso> Geography 1> Around our school- Sophie
and Sal
• Physical Geography
Human Geography
• • • Can they describe some physical features of their own
locality and using Geographical vocabulary?
Can they describe some places which are not near the
school?
Can they tell someone their address and what it is like
to live there?
Can they name key features associated with a town or
Describe holiday locations- linked to postcard task.
Describe own house and surrounding area.
Write own address. Describe immediate area- what
can I see through the window?
Geography Scheme of Work • • • • • • • Geographical Knowledge
village, e.g. ‘church’, ‘farm’, ‘shop’, ‘house’?
Can they describe a locality using geographical words
and pictures? (See Vocab listed above and opposite)
Can they talk about ways to improve the locality?
Can they describe the key features of a place, using
words like, factory, farm, house, office, shop
Can they describe what they like/dislike about our local
area and why?
Can they find where they live on a map of the UK?
Can they use simple compass directions: N, S, E, W
Can they use locational and directional language for
example near and far, left and right?
city, town, village, factory, farm, house, office, and
shop- label on plan
Look at photos and Local Area Walk- how to
improve area.
Group work- likes/dislikes and present to class.
Map work.
Hall – practical games
Area Walk discussion.
http://digimapforschools.edina.ac.uk/
Geography Scheme of Work Year 1 – Spring: Weather
Identify seasonal and daily weather patterns in the United Kingdom
The location of hot and cold areas of the world in relation to the Equator and the North and South Poles
Use basic geographical vocabulary to refer to:
• key physical features, including: season and weather
Programme of Study
Knowledge, Skills and Understanding
• Geographical Enquiry
• • • • Physical Geography
• • • Human Geography
• • • Geographical Knowledge
• • Can they think of a few relevant questions to ask
about a weather map?
Can they use weather symbols on a map?
Can they answer questions about the weather?
Can they keep a weather chart?
Can they collect weather information over a longer
period and use it to answer questions?
Can they explain the main features of a hot and
cold place and how they are different?
Can they begin to explain why they would wear
different clothes at different times of the year?
Can they tell something about the people who live
in hot and cold places?
Can they explain what they might wear if they lived
in a very hot or a very cold place?
Can they explain how the weather affects different
people?
Can they identify the four countries making up the
United Kingdom and their capital cities?
Can they name and locate the surrounding seas?
Can they point out where the equator, north pole
and South Pole are on a globe or atlas?
Activity/ Link to scheme of work
Group work- questions for variety of weather maps.
Match symbol with description.
Videos and activities:
Espresso> Geography 1> Whatever the Weather
Answer questions for different maps.
Keep weather chart over the term- identify how
changes over time-season.
Collect rainfall, wind speed, temperature.
Look at physical features and weather of localitiesdesert, rainforest, poles. Specify Hot and Cold
places
Videos and activities:
Espresso> Geography 1> Whatever the Weather
Group work- questions for variety of weather maps.
Match symbol with description.
Link to science- characteristics of materials- eg
cotton cool, wool warm.
Internet research- Eskimos, African tribes.
Look at dress of above groups.
Problems and how cope with conditions –as above.
Link UK countries and seas for creating weather
Maps of the UK or presenting the weather.
Look into visit to Media City – Salford?
Find Equator, North Pole and South Pole on globe
and map.
Espresso activities.
http://digimapforschools.edina.ac.uk/
Geography Scheme of Work Year 2 Autumn:
Contrast with Non-European Country eg St Lucia, Mexico, Bangladesh
Understand geographical similarities and differences through studying the human and physical geography of a small area in a contrasting
non-European country
Use basic geographical vocabulary to refer to:
• key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation.
• key human features, including: city, town, village, farm, house, office, and shop
Use world maps, atlases and globes to identify the country, continents and surrounding ocean of the area being studied
Programme of Study
Knowledge, Skills and Understanding
• • Geographical Enquiry
• • • Physical Geography
• • • Human Geography
• • • Geographical Knowledge
• Can they label a diagram or photograph using
some geographical words?
Can they find out about a locality by using different
sources of evidence?
Can they use a map or plan to describe a
contrasting locality?
Can they answer questions about a contrasting
locality using different resources
Can they describe the key features of a place,
using words like, beach, coast, forest, hill, mountain,
river, ocean, valley, cliff, vegetation, sea, soil?
Can they explain what makes a locality special?
Can they describe a place outside Europe using
geographical words?
Can they explain how the jobs people do may be
different in different parts of the world?
Do they think that people try to make the area
better? How?
Can they say how people affect the environment?
Can they name the 7continents of the world and
find them in an atlas?
Can they name the world’s 5 oceans and find them
in an atlas?
Activity/ Link to scheme of work
• • • • • Atlas, ‘We’re from Mexico’ book p4, Where
is Mexico sheet 1
Tocuaro main features activity sheet 2
Photo pack-what notice?
Cooking photo 7 –compare lifestyle and
facilities, Make tortillas sheet 8.
Tocuaro main features activity sheet 2,
‘We’re from Mexico’ bk p5, 12, 13
Sheet 6 ,Mano’s day beading work. Raul’s
life ‘We’re from Mexico’ bk p22-27, Meet
Luis p14,15
• Sheet 10 people at work
• Sheet 12 The Horta family business-masks
• Atlas/label map work
http://digimapforschools.edina.ac.uk/
• Geography Scheme of Work Year 2 – Spring : Small area of the UK
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United
Kingdom.
use basic geographical vocabulary to refer to:
• key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation.
• key human features, including: city, town, village, farm, house, port, harbour and shop
Use world maps, atlases and globes to identify the United Kingdom and its countries
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use
and construct basic symbols in a key
Programme of Study
Knowledge, Skills and Understanding
• • • • • • • Geographical Enquiry
• Can they label a diagram or photograph using some
geographical words?
Can they find out about a locality by using different
sources of evidence?
Can they find out about a locality by asking some
relevant questions to someone else?
Can they use a map or plan to describe a contrasting
locality?
Can they use symbols on a map?
Can they construct a map and use a key?
Can they say what they like and don’t like about their
locality and another locality like the seaside?
Can they write and present findings?
Activity/ Link to scheme of work
Choose photo from
www.devon.gov.uk/dcs/geog/units/seas/index.html
and label and add captions.
Use geography success textbook p34-41. –
comprehension exercises and quick on the drawer
activity.
Isle of Coll photo pack. In groups
explore/investigate photo. Feedback to rest of class
their findings about the Scottish Island.
Hot seat character from Katie Morag or Lighthouse
keeper story about seaside locality.
Use google earth to zoom in on Isle of Coll to discuss
what an island is. Use a map of Coll/Isle of Struay to
identify features of an island home.
Using Isle of Struay map consider what symbols
mean e.g for lighthouse, golf course, battlefield,
building, viewpoint, bridge, road etc.
How can we find out what symbols mean? (key)
Why use symbols on map? (less space needed)
Mapwork 1 textbook p26/27 cracking the code.
Make an imaginary map, design your own symbols
and key to show what they mean.
Geography Scheme of Work http://digimapforschools.edina.ac.uk/
• • • • • Can they explain what makes a locality special?
Can they describe some places which are not near the
school?
Can they compare where we live to a Scottish Island
Can they describe some of the features associated with
an island?
Can they describe the key features of a place, using
words like, beach, coast, forest, hill, mountain, river,
ocean, valley, cliff, vegetation, sea, soil?
Physical Geography
• • • Human Geography
• Can they describe some human features of their own
locality, such as the jobs people do?
Do they think that people ever spoil the area? How?
Can they explain what facilities a town or village might
need?
Can they describe the key features of a place, using
words like, city, town, village, farm, port, harbour
Fragment the info activity/Jigsaw activity with
laminated pieces of seaside pictures. What can you
see? What type of place are they showing? How do
you know? Feature names? Activities?
Complete online activity to place seaside town
names into correct position on map of England.
Discuss that towns at the seaside are on the coast,
edge of the land. Has anyone been to these
places?
Explore photos, seaside artefacts. Write description
of beach/seaside setting.
Isle of Coll photo pack. In groups
explore/investigate photo. Feedback to rest of class
their findings about the Scottish Island.
Compare jobs, transport, buildings, houses,
landscape (use hill, river vocab), traffic,
entertainment facilities/activities between Isle of
Coll and High Crompton.
When completing Geography success
comprehension use beach, coast, sea, ocean, cliff
vocabulary.
Discuss mountain, valley, vegetation, soil
vocabulary.
Discuss terms human/physical features. Highlight
map of Struay using 2 colours to identify
human/physical features.
Isle of Coll photo pack. In groups
explore/investigate photo. Feedback to rest of class
their findings about the Scottish Island. Discuss what
facilities a town like Oldham and a seaside village
has. Discuss features of places using photos of
harbor town like Whitby, Padstow and High
Crompton e.g farming land and parks etc Which
are essential? Would be needed in a community for
it to survive e.g health facilities etc
Compare jobs, transport, buildings, houses,
landscape (use hill, river vocab), traffic,
Geography Scheme of Work • Geographical Knowledge
• Can they recall the four countries making up the United
Kingdom and their capital cities? (From Year 1)
Can they identify characteristics of the four countries,
capital cities and its surrounding areas?
entertainment facilities/activities between Isle of
Coll and High Crompton.
How is our local environment spoilt? Recap on what
discussed as Year 1 local area topic.
Discuss terms human/physical features. Highlight
map of Struay using 2 colours to identify
human/physical features.
Geography Key Stage photocopiable masters p25.
Label 4 countries in UK. Mark on where we live.
Manchester/Oldham. Label London, Belfast,
Edinburgh, Cardiff using globe and atlases for
research.
http://digimapforschools.edina.ac.uk/
Geography Scheme of Work Year 2 Summer : Geographical Skills
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at
this key stage
Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right],
to describe the location of features and routes on a map
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use
and construct basic symbols in a key
Programme of Study
Knowledge, Skills and Understanding
• • Geographical Enquiry
• • • • Physical Geography
• Can they label a diagram or photograph using some
geographical words?
Can they find out about a locality by using different
sources of evidence?
Can they find the longest and shortest route a using
map?
Can they use grid references A1, B2 etc
Can they plan a journey to a place in our locality?
Can they describe the key features of a place, using
words like, beach, coast, forest, hill, mountain, river,
ocean, valley, cliff, vegetation, sea, soil? (Cover any
vocab not already covered in previous topics)
Can they say how people affect the environment?
Human Geography
• • Geographical Knowledge
• • • Can they recall the four countries making up the United
Kingdom and their capital cities? (From Year 1)
Can they identify characteristic’s of the four countries,
capital cities and its surrounding areas?
Can they use aerial photographs?
Can they plan perspectives to recognise landmarks
Can they recognise basic human and physical features
on a map?
Activity/ Link to scheme of work
Complete grid reference activity of Isle of Struay
map.
Use a simple map with squares or dots at
increments can they find different lengths routes
to/from different locations.
Write a journey to the park from the school gate
using turn left, turn right, move forward xx spaces.
Ongoing
How is our local environment spoilt? School
environment? What has changed where you lived
in their living memory? For the better or worse? Give
reasons. Recap on what discussed as Year 1 local
area topic.
Geography Key Stage photocopiable masters p25.
Label 4 countries in UK. Mark on where we live.
Manchester/Oldham. Label London, Belfast,
Edinburgh, Cardiff using globe and atlases for
research. Recap seas around UK. Find one
fact/characteristic about each of the 4 countries
using different sources of information provided.
Geography Scheme of Work • • • Can they use simple compass directions (North, South,
East and West)
Can they use locational and directional language, near
and far, left and right.
Can they create a route on a map?
Give one get one activity
Mapwork 1 textbook –a bird’s eye view. Look at
aerial photo of our school. What can you identify?
Faster finger to… Use an overlay of map to show
how map comes from an overhead view. What
human/physical features can you see on the aerial
photo?
Complete Mapwork 1 textbook p14-15 follow a
route.
Complete Mapwork 1 textbook p16-17 compass
directions.
Complete Mapwork 1 textbook p22-23 treasure
island. Describe a route eg start at B7 where the
ship sank. Swim 4 right squares, down 3 squares and
left 2 squares where am I? Can they write their own
route for others to guess? Using left right.
Now add on a 4 point compass to the map,
describe a route eg start at B7 where the ship sank.
Swim West 2 squares, South 4 squares and East 2
squares where am I? Can they write their own route
for others to guess? Using N,S,E,W?
http://digimapforschools.edina.ac.uk/
Geography Scheme of Work Year 3 Summer : Rivers/mountains/UK
Describe and understand key aspects of:
• physical geography, including: rivers, mountains and the water cycle.
Name and locate within the United Kingdom key topographical features :
• hills, mountains, coasts and rivers
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Use symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom
Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps,
plans and graphs, and digital technologies. (Covered in Y3 and Year 5)
Programme of Study
Knowledge, Skills and Understanding
• Geographical Enquiry
• • Fieldwork
• Can they use correct geographical words to
describe a place and the events that happen
there?
Can they label the same features both on an Arial
photograph and a map?
Can they observe, measure record and present
human and physical features using a range of
methods eg sketch maps, plans and graphs and
use of digital technologies.
Can they make careful measurements and use the
data?
Activity/ Link to scheme of work
River study at Castleshaw
Geographical dictionary activity.
Label geographical features on aerial photos and
maps.
Draw maps from an aerial photo
http://digimapforschools.edina.ac.uk/
Find features on map of Castleshaw area.
Geography Scheme of Work • • • • • • Can they use maps and atlases appropriately by
using contents and indexes?
Can they use appropriate symbols to represent
different physical features on a map?
Can they explain why many cities of the world are
situated by rivers?
Can they explain how a location fits into its wider
geographical location; with reference to physical
features?
Can they explain how the water cycle works?
Can they explain why water is such a valuable
commodity?
Physical Geography
Learn how to use index and contents page in an
atlas.
OS work- understands use of symbols. Draw own
maps with a key using symbols
Link with ancient Egypt and River Nile.
Research in atlases which capital cities are located
by rivers. Choose a river to research.
Water cycle from a geographical perspective
(covered again in Year 5 from a scientific
perspective). Label main features of water cycle.
Write an explanation of how the water cycle
operates.
Link with ancient Egypt and River Nile, River
Thames.
Learn that some countries do not have enough
water – link to climate.
Explain how a river changes along its course.
Espresso Rivers.
Explore photos of land shaped by rivers. Link to
rocks work.
• Can they explain why people are attracted to live
by rivers?
Human Geography
Espresso > Rivers- video of River Usk.
Link to ancient Egypt and pre history work.
Match drawings of different river settlements to
descriptions.
Mapping Rivers book.
Mind map showing uses of rivers.
• Geographical Knowledge
• • • Can they explain the difference between the British
Isles, Great Britain and UK?
Can they name up to six cities in the UK and locate
them on a map?
Can they locate and name some of the main
islands that surround the UK?
Can they name and locate many of the world’s
Use map of British Isles to show difference between
UK and British Isles. Label UK countries and major
cities on UK map.
Locate major world rivers and mountain ranges- link
to countries and continents. Plot on world map
Locate Spanish rivers.
Geography Scheme of Work • major rivers on maps?
Can they name and locate many of the world’s
most famous mountain regions on maps?
Plot major UK rivers on UK map. Label with numbers
and key.
http://digimapforschools.edina.ac.uk/
Use atlas to find island surrounding UK and major UK
cities.
Geography Scheme of Work Year 4 Spring: UK Cities and Regions/European Countries/Region of Spain
Locate the world’s countries, using maps to focus on Europe (including the location of
Russia), concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
Name and locate counties and cities of the United Kingdom, and their identifying human and physical characteristics, key topographical
features (including hills, mountains, coasts and rivers).
Understand geographical similarities and differences through the study of human and physical geography of a region in a European country.
Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural
resources including energy, food, minerals and water
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Use the eight points of a compass, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United
Kingdom and the wider world
Programme of Study
Knowledge, Skills and Understanding
• • Geographical Enquiry
Do they use correct geographical words to
describe a place and the events that happen
there? Week 1
Can they find the same place on a globe and
in an atlas? Week 1
Activity/ Link to scheme of work
Week 1
•Check children's understanding of what a globe is
and how to use it. Can we locate Spain on globe?
Earth’s land is divided into 7 huge areas called
continents. These are split into smaller areas called
countries. Write continents on w/b. What continent
is country of Spain in (Europe)? Display world map
(remind children map is flattened globe), compare
size of Europe to other continents – it’s small but has
many countries. Locate Spain. What other countries
form part of Europe? How does size of Spain
compare to other European countries, e.g.
compare Spain to UK. Is it bigger/smaller? Where a
country joins another there are lines called borders.
What countries lie on the borders of Spain (Portugal
and France)?
•Children use atlases to name European countries
and create their own map of Europe. Use a
different colour for each country. Use iPads, laptops
Geography Scheme of Work • • • • • Physical Geography
Can they recognise the 8 points of the
compass (N,NW, W, S, SW, SE, E, NE)? Week 1
Can they describe the main features of a wellknown city UK and Spain? Week 2
Can they describe the main features of a
village? Eg Shaw and Spanish Week 6
Can they describe the main physical
differences between cities and villages? Week
4
Can they locate the Mediterranean and
explain why it is a popular holiday destination?
Week 7
and atlases to find the capital cities of important
European countries.
•Use Google Earth to locate Spain. Discuss its key
features and name major towns and cities. Where
have children visited in Spain? Children use atlases,
iPads and laptops to create their own maps of
Spain with key features and major towns and cities
labelled.
•Create a class map of Spain for display using
papier mache and paint. Children create labels for
key features and towns and cities.
Week 2
•Using Google Earth look at major cities in Spain.
Discuss their location and features. Children use
laptops and iPads to research a Spanish city in pairs
or small groups. Children create a travel guide for
their city.
•We’ve looked at globes and maps - what other
resources can we use to help us find out about a
country? Display atlas: explain it’s a collection of
maps, facts and info about countries. Remind
children how to use atlas. We can also find atlases
online. Demo example, e.g. MapQuest. Additional
info can also be found on internet, e.g. country
profile, see
http://www.factmonster.com/countries.html or
http://www.oddizzi.com/.
Week 3
•Discuss reasons why people choose to live in a
city. Children discuss advantages and
disadvantages of living in a city.
•BBC Clip: Why do people go to live in cities?
•Look at children’s research of major Spanish cities
(population, size, weather, key features etc.) and
compare with Manchester. Discuss similarities and
differences between Spanish cities and
Manchester.
Geography Scheme of Work Week 4
•Remind children of their work on cities and the
reasons why people want to live in a city. Look at
Google Earth and point out smaller towns and
villages. Does everyone live in a city? Children think
of reasons why people would rather live in a city
than a village.
•Children identity differences between cities and
villages.
• • • • • • Human Geography
Can they confidently describe human features
in a locality? Week 3 & Week 6
Can they explain why a place is like it is? Week
7
Can they explain how the lives of people living
in the Mediterranean would be different from
their own? Week 8
Can they explain why people are attracted to
live in cities – UK or European? Week 3
Can they explain why people may choose to
live in a village rather than a city? Week 4
Can they describe and understand economic
activity including trade and the distribution of
natural resources including food? Week 9
Week 5 – Assessment Week
Week 6
•Using Google Earth locate the Spanish village of
Castañeda. Discuss its features. Look at Spanish link
school website http://www.colegioelhaya.com to
find out more about the village.
•Discuss features of Shaw (size, population, location
etc.) and compare with the Spanish village of
Castañeda.
Week 7
•Have children visited the Mediterranean? Discuss
places children have visited and what children
already know about the Mediterranean. Using
Google Earth locates the Mediterranean, discuss its
features. Why is it a popular holiday destination?
Discuss how its location makes it a popular holiday
destination (on the coast, beaches, sea, southern
Spain so nice weather (hot summers and mild
winters)). Can children think of other reasons why
the Mediterranean is a popular holiday
destination? (Short flight from UK).
•Children research a Mediterranean holiday resort
and create an advert advertising that resort to UK
families. Children should include the features
discussed that make the Mediterranean a popular
holiday destination.
•Children create postcards imagining they are
Geography Scheme of Work holidaying in a Mediterranean resort. Use laptops
and iPads to find images of the Mediterranean for
front of postcards.
Week 8
•Discuss children’s typical day in Shaw. Create a
timeline of a normal school day.
•Children research Spanish schools and find out
what a typical Spanish school day is like.
•Children compare their typical day with a Spanish
child. Why are the lives of people living in the
Mediterranean different to lives of people living in
Shaw?
•Children write diaries as a Spanish child.
•Link to Spanish school to find out about typical
Spanish school days?
• • Geographical Knowledge
• • • Can they name and locate the world’s
countries with a focus on Europe including
Russia? Week 1
Can they name and locate some well-known
European countries? Week 1
Can they name and locate the capital cities
of neighbouring European countries? Week 1
Are they aware of different weather in
different parts of the world, especially Europe?
Week 11
Do they know the countries that make up the
European Union? Week 10
Week 9
•Remind children of their work so far on the
Mediterranean. What have we learnt so far? Can
children think of jobs available in the
Mediterranean based on its geographical
features? Discuss industry, economic activity and
types of employment in the Mediterranean.
•Discuss reasons why people work.
•Write a job advert for a job in the Mediterranean.
Links to PSHE.
Week 10
•Show children clip:
http://www.bbc.co.uk/education/clips/zjb4wmn
•Discuss reasons for the European Union from the
video.
•Children use laptops and iPads to research the
countries that makes up the European Union.
•Children colour in countries in the European Union
on a map of Europe.
Week 11
•Look at BBC site:
Geography Scheme of Work • Can they name and locate cities and counties
of the United Kingdom and their geographical
region eg NW, NE etc….
http://www.bbc.co.uk/schools/whatisweather/ and
discuss different types of weather.
•What is the weather like in different parts of Spain?
Discuss the weather in the UK and compare.
Children research weather in different parts of
Europe using iPads and laptops.
•In pairs or small groups children research a
different European country and create a weather
report for that country.
•Children present weather reports to the rest of the
child. Compare weather in different countries.
Where was the coldest place? Which country has
the wettest weather? Which country was the
hottest?
•Do children understand that a country’s location
affects its weather? Can children guess what the
weather in a European country might be like based
on its location?
The Counties links with History and ‘shires’ in Anglo
Saxons - Summer Term
http://digimapforschools.edina.ac.uk/
Geography Scheme of Work Year 5 Autumn:
Climate Zones/Biomes/ Volcanoes and Earthquakes
Name and locate human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and
understand how some of these aspects have changed over time
Describe and understand key aspects of:
• physical geography, including: climate zones, biomes and vegetation belts, volcanoes and earthquakes.
• human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources
including energy, food, minerals and water
Geographical skills and fieldwork
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
• Use the symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps,
plans and graphs, and digital technologies. ( Build on from Year 3 – two year groups to do field study)
Programme of Study
Knowledge, Skills and Understanding
• Geographical Enquiry
• • Can they collect information about a place and
use it in a report eg Biomes?
Can they use digital mapping to locate areas and
describe features (biomes)
Can they find possible answers to their own
geographical questions?
• • Can they describe how volcanoes are created?
Can they describe how earthquakes are created?
• Can they describe how volcanoes have an impact
on people’s lives?
Physical Geography
Human Geography
Activity/ Link to scheme of work
Research and prepare a report about a biome of
choice: arctic/ desert / mountain / marine.
Use internet and atlas to map out key world biomes
and label.
Ask Qs of biomes and research possible answers: eg
‘Who lives near the North pole?’ Make charts and
mind-map links
http://digimapforschools.edina.ac.uk/
Watch videos of volcanic eruptions and aftereffects.
Make a model volcano erupt.
Research local earth tremors caused by traffic –
make a seismograph and record traffic impact on
Rochdale Rd.
Graph results & interpret DB levels / environmental
impact.
Look at Pompeii images / map and comment on
impact.
The Eyjafjallajökull volcano and its effects on travel.
How the Yellowstone supervolcano affected lives in
Geography Scheme of Work the past and future implications.
• • Geographical Knowledge
Can they locate and name some of the world’s
most famous volcanoes?
Can they name the largest desert and other biomes
in the world?
Research and map out.
How does the biome you are considering affect
human settlement / food production and
distribution of resources? Research and map out
populations / food production and economic
wealth of the region.
Label key hills, regions, coasts, countries and rivers
in climate zones.
Geography Scheme of Work Year 5 Summer: Coasts/Region in the UK
Name and locate human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and
understand how some of these aspects have changed over time – (Llandudno)
Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom - Llandudno
Describe and understand key aspects of:
• human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources
including energy, food, minerals and water
Geographical skills and fieldwork
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
• Use four figure grid references the symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and
the wider world
Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps,
plans and graphs, and digital technologies. ( Build on from Year 3 – two year groups to do field study)
Programme of Study
Knowledge, Skills and Understanding
• • • • • • Geographical Enquiry
Fieldwork
• • • • Physical Geography
• • Can they identify key features of a locality by using
a map?
Can they begin to use 4 figure grid references?
Can they accurately plot NSEW on a map?
Can they use a range of OS map symbols?
Can they use OS maps to answer questions?
Can they make accurate measurement of
distances within 100Km?
Can they plan a journey to a place in England?
Can they observe, measure record and present
human and physical features using a range of
methods eg sketch maps, plans and graphs and
use of digital technologies.
Can they map land use?
Can they choose the best way to collect
information needed and decide the most
appropriate units of measure?
Can they confidently name physical features in a
locality
Can they explain why a locality has those features?
Activity/ Link to scheme of work
Need to go and visit Llandudno to get the
fieldwork aspect included.
Plan a journey From Oldham to Llandudno
Observe footfall onto the pier
Record number of vehicles passing a zebra crossing
for a given time.
Video the weather / take temperatures / measure
rainfall?
http://digimapforschools.edina.ac.uk/
Llandudno – pier, marine drive, hotel count and
beach facilities. Note findings.
Geography Scheme of Work • • • • Human Geography
• • • • Geographical Knowledge
Can they confidently describe physical features in a
locality?
Can they confidently name physical features in a
locality
Can they explain why a locality has those features?
Can they confidently describe human features in a
locality?
Can they explain why a place is like it is?
Can they explain how a locality has changed over
time with reference to human features?
Can they suggest different ways that a locality
could be changed and improved?
Can they name and locate counties of the United
Kingdom and their geographical region eg NW, NE
etc…. ( Reinforce from prior learning)
Visit copper mines in Llandudno – examine change
over time (land use)
Use the tram to climb to top of Great Orme visitor
centre – collect visitor numbers / consider impact /
environmental guided walk of the area with a
warden.
Collect photos of flora and fauna on the Orme.
Consider how to ‘future-proof’ the Orme.
Reinforce work on counties (year 4) by correctly
identifying the county we live in, the county
Llandudno is in the region Oldham and Llandudno
are in and the country within Britain.
Geography Scheme of Work Year 6 Autumn:
Rainforest/South America
Locate the world’s countries, using maps to focus on North and South America, concentrating on their environmental regions,
key physical and human characteristics, countries, and major cities.
Place knowledge
Understand geographical similarities and differences through the study of human and physical geography of a region within North or South America.
Human and physical geography
Describe and understand key aspects of:
• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains.
• human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources
including energy, food, minerals and water
Geographical skills and fieldwork
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Use the eight points of a compass, four and six-figure grid references, symbols and key
(including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
Programme of Study
Knowledge, Skills and Understanding
Can they find the same place on a globe and in an atlas?
Can they locate the Tropic of Cancer and the Tropic of
Capricorn.
Geographical Enquiry
Can they confidently explain scale and use maps with a
range of scales?
Can they use maps, aerial photos, plans and web
resources to describe what a locality might be like?
Physical Geography
Can they use digital mapping to locate the area and
describe features.
Can they confidently describe physical features in a
locality?
Activity/ Link to scheme of work
What are rainforests and where are the worlds rainforests?
To locate and name the world’s continents.
To recognise where Rainforests ‘sit’ in the world in relation
to the Equator & the Tropics of Cancer & Capricorn.
Using online maps, atlases etc to locate the world’s
rainforests
Possible use the eight points of a compass, four and sixfigure grid references, symbols and key to locate specific
rainforest locations – cities/ key places linked to forests.
http://digimapforschools.edina.ac.uk/
What’s it like in a rainforest?
What are rainforests?
Layers of the rainforest – forest floor – Understory – Canopy
– Emergents
Geography Scheme of Work Amazon Rainforest and River (HOME TOPIC)
Can they give extended descriptions of the physical
features of different places around the world?
What are the plants like in a rainforest?
investigate some of the plants from rainforests and show
how they are suited to their environment
Introduce terms biome & vegetation belts
Can they describe how some places are similar and others
are different in relation to their physical features?
Human Geography
Compare world biomes – e.g. rainforest v deserts.
Can they describe and understand vegetation belts
Non – statutory – Animals of the rainforest
Possible Science links
Can they describe the life cycles of common plants?
Can they observe their local environment and draw
conclusions about life-cycles, e.g. plants in the
vegetable garden or flower border?
Can they compare the life cycles of plants and
animals in their local environment with the life cycles
of those around the world, e.g. rainforests?
Can they describe how living things are classified
into broad groups according to common
observable characteristics and based on similarities
and differences including microorganisms, plants
and animals?
Can they give reasons for classifying plants based on
specific characteristics?
Can they explain why classification is important?
Can they identify how plants are adapted to suit
their environment in different ways and that
adaptation may lead to evolution?
Can they explain how some living things adapt to
survive in extreme conditions?
Can they find different views about an environmental
issue? What is their view?
Can they explain how a location fits into its wider
geographical location; with reference to human and
economical features?
What’s it like for humans to live in the rainforest?
Who lives in the forest? How do they use the forests for
food, shelter, clothing, medicine etc
Can they explain what a place might be like in the future,
Who has an interest in the rainforest and what drives that
Geography Scheme of Work taking account of issues impacting on human features?
Can they give an extended description of the human
features of different places around the world?
Can they describe how some places are similar and others
are different in relation to their human features?
Can they describe and understand economic activity
including trade and the distribution of natural resources
including energy, minerals and water.
Can they describe and understand settlement and type of
land use in South America?
interest e.g. residents – to live, loggers and wood
companies, palm oil plantation owners, governments
What is happening to rainforests?
identify and explain different views held by people about
an environmental issue/change;
recognise and describe how people can improve or
damage the environment in particular cases;
Why must we protect rainforests?
http://geoknow.net/pages/forests.html
Destructive activities within rainforests – reasons for,
economic, lack of education, unaware of alternatives etc
Logging http://www.rain-tree.com/facts.htm
http://www.bbc.co.uk/learningzone/clips/loggingendangers-the-rainforest-of-papua-newguinea/8986.html
Agriculture, Mining, Destruction, Loss of culture,
recognize selected physical and human processes and
appreciate how these can change the character of
places and environments studied;
Understand that people live in in different areas of a
country may lead very different lifestyles;
identify and explain different views held by people about
an environmental issue/change;
recognize and describe how people can improve or
damage the environment in particular cases;
Global Warming recognize and describe how people can
improve or damage the environment in particular cases;
Extinction recognize and describe how people can
improve or damage the environment in particular cases;
Geography Scheme of Work How can we save rainforests?
Possible TASC activities to find out/ investigate what is
being done and what we can do to further improve the
rainforest’s chances of survival.
Charitable organizations
National Parks
Animal Sanctuaries
Global Conferences
Geographical Knowledge
• Can they locate the USA and Canada on a world
map and atlas?
• Can they locate and name the main countries in
South America on a world map and atlas?
• Can they locate and name the major cities and
countries in North & South America?
? in S America - Deserts
Mountains
Rivers
Flags
http://digimapforschools.edina.ac.uk/
Geography Scheme of Work Year 6 Summer: Geography Skills; Grid Ref’s, Time Zones ….
Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic
and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Geographical skills :
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge
of the United Kingdom and the wider world
Programme of Study
Knowledge, Skills and Understanding
• Can they locate the Tropic of Cancer and the Tropic of
Capricorn?
• Can they name the main lines of latitude and meridian
of longitude?
• Can they identify the position and significance of the
equator, northern hemisphere and southern
hemisphere, Arctic and Antarctic circles?
Activity/ Link to scheme of work
Link to work on rainforests and South America
Autumn term
Understand that lines of latitude and longitude are
imaginary lines They divide the world up so you can
give an exact location.
Latitude lines run from east to west (like the
equator), and tell you how far north and south you
are, but longitude lines go from north to south (like
the Greenwich Meridian) and tell you how far east
or west you are. They measure the angular position
in degrees.
Geographical Knowledge
The Tropic of Cancer is the circle marking the
latitude 23.5 degrees north, where the sun is directly
overhead at noon on June 21, the beginning of
summer in the northern hemisphere. The Tropic of
Capricorn is the circle marking the latitude 23.5
degrees south where the sun is directly overhead at
noon on December 21, the beginning of winter in
the northern hemisphere. When the lines were
named 2000 years ago, the Sun was in the
constellation of Capricorn during the winter solstice
and Cancer during the summer solstice (hence the
names). Now due to the precession of the
Geography Scheme of Work equinoxes the Sun is no longer in these
constellations during these times, but the names
remain.
The equator is the circle where the Sun is directly
overhead at noon on the equinoxes.
• Can they explain how the time zones work including
day and night, Prime/Greenwich Meridian?
• Can they accurately use a 4 and 6 figure grid
reference
• Can they plan a journey to a place in another part of
the world, taking account of distance and time?
• Can they plan a journey to another part of the world
which takes account of time zones?
The Arctic and Antarctic Circles are located at
±66.5 degrees latitude. Note that 66.5 + 23.5 equals
90 degrees. This means that on December 21, when
the Sun is directly over the Tropic of Capricorn at
noon, it will not be visible from the Arctic Circle. So
above the Arctic Circle, there is a period during the
winter when the sun remains below the horizon. The
same is true of the Antarctic Circle during Southern
Hemisphere winter. On June 21st, when the sun is
directly over the Tropic of Cancer at noon, it is not
visible from below the Antarctic Circle.
Seasons (The Earth’s tilt)
What time will it be in _____ when it is _______
elsewhere. (Maths link / 24hour clock link).
(UK) Reading of OS maps, recognising symbols –
locating features.
Planning a journey (to South America?)
Flights, Flight times, Flight duration, Time difference,
miles travelled, and mph? Etc. Could also include
currency, predominant language, predominant
religion, tourist attractions, climate, etc.